Project EASE
Early Access to Success in Education
A Parent-Child Program

 

Bibliography

The following references list books and materials used in the intervention, as well as research articles and books used as background for the design of Project EASE and subsequent article describing the positive effects for children participating in the intervention:

 

Children's Books

Branley, F. (1986). Air is all around you. New York: Harper Collins.
Branley, F. (1996). What makes a magnet? New York: Harper Collins.
Bunting, J. (1993). My first abc. New York: Dorling Kindersley.
Bunting, J. (1996). My first action word book. New York: Dorling
  Kindersley.
Carter, D. (1994). Alphabugs. New York: Simon & Schuster.
Color fun. (1995). New York: Covent Garden Books.
DePaola ,T. (1989). The art lesson. New York: Sandcastle Books.
Ehlert, L.(1989). Eating the alphabet: Fruits and vegetables from a to z.
  New York: Harcourt Brace.
Henkes, K. (1986). A weekend with Wendell. New York: Mulberry Books.
Jordan, H. (1992). How a seed grows. New York: Harper Collins.
Kitamura, S. (1992). From acorn to zoo. New York: Sunburst.
Lesser, R. (1990). Hansel and Gretel. New York: Sandcastle Books.
Let's count. (1995). New York: Covent Garden Books.
Let's go shopping. (1995). New York: Covent Garden Books.
Ling, M. (1992). See how they grow: Butterfly. New York: Dorling
  Kindersley.
MacDonald, S. (1986). Alphabatics. New York: Simon & Schuster.
Martin, B., & Archambault, J. (1989). Chicka chicka boom boom. New
  York: Simon & Schuster.
Martin, B., Ehlert, L. & Archambault, J. (1995). Chicka chicka sticka
  sticka: An abc sticker book. New York: Simon & Schuster.
Martin, T. (1996). Why does lightening strike? New York: Dorling
  Kindersley.
Nature. (1997). New York: Covent Garden Books.
Out and about. (1996). New York: Covent Garden Books.
Priddy, R. (1995). Baby's book of animals. New York: Dorling Kindersley.
Priddy, R. (1995). Baby's book of nature. New York: Dorling Kindersley.
Sipett, D. (1996). The really amazing animal book. New York: Dorling
  Kindersley.
Royston, A. (1991). Eye opener: Boats. New York: Simon Schuster.
Royston, A. (1991). Eye opener: Cars. New York: Simon Schuster.
Royston, A. (1991). Eye opener: Insects. New York: Simon Schuster.
Royston, A. (1991). Eye opener: Jungle animals. New York: Simon
  Schuster.
Royston, A. (1991). Eye opener: Trucks. New York: Simon Schuster.
Royston, A. (1991). Eye opener: Zoo animals. New York: Simon
  Schuster.
Seeley, L. (1990). The book of shadow boxes. Atlanta, Georgia:
  Peachtree Publishers, Ltd.
Sloat, T. (1989). From letter to letter. New York: Penguin Books.
Super senses. (1996). New York: Covent Garden Books.
Things that grow. (1996). New York: Covent Garden Books.
Treasure hunt. (1995). New York: Covent Garden Books.
Wadell, M. (1988). Can't you sleep Little Bear? Cambridge, MA:
  Candlewick.
Weeks, S., & Carter, D. (1995). Noodles. New York: Harper Collins.
What's in the box? (1995). New York: Covent Garden Books.
What's inside? (1995). New York: Covent Garden Books.
What's inside series: Animal homes (1995). New York: Dorling
  Kindersley.
What's inside series: Boats. (1995). New York: Dorling Kindersley.
What's inside series: Insects (1995). New York: Dorling Kindersley.
What's inside series: Plants (1995). New York: Dorling Kindersley.
What's Inside series: Trucks (1995). New York: Dorling Kindersley.

 

Children's Flash Cards

Things In the Garden. (1995). New York: Dorling Kindersley.
Things in the House. (1995). New York: Dorling Kindersley.
Things That Go. (1995). New York: Dorling Kindersley.
Word Play. (1995). New York: Dorling Kindersley.

 

Research References

Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

American College Testing. (in press). Comprehensive Assessment Program: Kindergarten Research Edition. Iowa City, Iowa.

Anderson, R. C., Wilson, P.T., & Fielding, L. C. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285-303.

Aukrust, V. G., & Snow, C. E. (1998). Narratives and explanations during mealtime conversations in Norway and the U.S. Language in Society, 27(2), 221-246.

Beals, D. E. (1993). Explanatory talk in low-income families' mealtime conversations. Applied Psycholinguistics, 14, 489-514.

Beals, D.E., & De Temple, J.M. (1993). Home contributions to early language and literacy development. In D. Leu & C. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice. Forty-second yearbook of the National Reading Conference (pp. 207-215). Chicago, IL: The National Reading Conference.

Beals, D.E., & Tabors, P.O. (1995). Arboretum, bureaucratic, and carbohydrates: Preschoolers' exposure to rare vocabulary at home. First Language, 15(1), 57-76.

Bus, A., van IJzendoorn, M., & Pellegrini, A. (1995). Joint reading makes for success in learning to read : A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.

Chall, J., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.

Dickinson, D. K., & De Temple, J. M. (1998). Putting parents in the picture: Maternal reports of preschoolers' literacy as a predictor of early reading. Early Childhood Research Quarterly, 13(2), 241-261.

Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers' book-readings on low-income children's vocabularies and story comprehension. Reading Research Quarterly, 29, 104-122.

Dickinson, D. K., & Tabors, P. O. ( 1991). Early literacy: Linkages between home, school and literacy achievement at age five. Journal of Research in Childhood Education, 6(1), 30-46.

Edwards, P. A. (1995). Empowering low-income mothers and fathers to share books with young children. Reading Teacher, 48, 558-564.

Edwards, P. A., Pleasants, H. M., & Franklin, S. H. (1999). A path to follow: Learning to listen to parents. Portsmouth, N.H.: Heinemann.

Feitelson, D., & Goldstein, Z. (1986). Patterns of book ownership and reading to young children in Isareli school-oriented and nonschool-oriented families. Reading Teacher, 39(9), 924-930.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.

Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing Co.

Hart, B., & Risley, T.R. (1999). The social world of children learning to talk. Baltimore: Paul H. Brookes Publishing Co.

Heath, S. B. (1983). Ways with words. Cambridge, England: Cambridge University Press.

Invernizzi, M., Rosemary, C. A., Juel, C.,& Richards, H. C. (1997). At-risk readers and community volunteers: A three year perspective. Journal of the Scientific Studies of Reading, 3, 277-300.

Mason, J., & Allen, J. (1986). A review of emergent literacy with implications for research and practice in reading. In E. Rothkopf (Ed.), Review of research in education, (pp. 3-48). Washington, D.C.: American Educational Research Association.

McCormick, C.E. & Mason, J.M. (1986). Intervention procedures for increasing preschool children's interest in and knowledge about reading. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading, (pp. 90-115). Norwood, NJ: Ablex.

McCormick, C.E. & Mason, J.M. (1986). Use of little books at home: A minimal intervention strategy that fosters early reading. Technical Report No. 338.

Purcell-Gates,V., & Dahl, K. (1991). Low-SES children's success and failure at early literacy learning in skills-based classrooms. Journal of Reading Behavior: A Journal of Literacy, 23, 1-34.

Scarborough , H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.

Senechal, M., Lefevre, J. ,Thomas, E., & Daley, K. ( 1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.

Snow, C.E. (1990). The development of definitional skill. Journal of Child Language, 17, 697-710.

Snow, C. E., Barnes, W., Chandler, J., Goodman, I., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences in literacy. Cambridge, MA: Harvard University Press.

Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.

Snow, C. E., Tabors, P. O., Nicholson, P., & Kurland, B. (1994). SHELL: Oral language and early literacy skills in kindergarten and first grade children. Journal of Research in Childhood Education, 10, 37-48.

Wells, G. (1983). Language and learning in the early years. Early Child Development & Care, 11(1), 69-77.

Wells, G. (1985). Preschool literacy-related activities and success in school. In D. R. Olson, N. Torrence, & A. Hildyard (Eds.), Literacy language and learning: The nature and consequences of reading and writing (pp. 229-255), Cambridge, England: Cambridge University Press.

Weizman, Z. O. (1995). Sophistication in maternal vocabulary input at home: Does it affect low-income children's vocabulary, literacy, and language success in school? Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.

Wells, G. (1983). Language and learning in the early years. Early Child Development & Care, 11(1), 69-77.

Wells, G. (1985). Preschool literacy-related activities and success in school. In D. Olson, N. Torrance, & A. Hildyard ( Eds.), The nature and consequences of literacy, (pp. 229-255). Cambridge, England: Cambridge University Press.

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., De Baryshe, B. D., Valdez- Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552-559.